Getting in, getting rooted, and spread: An actor network analysis of the spread of an educational innovation in Finland and the United States

Kay E. Ramey*, Jaakko A. Hilppö, Reed Stevens

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This study compares the adoption and spread of an educational innovation—a project-based, interest-driven, science, technology, engineering, arts, and mathematics learning program—in two culturally distinct contexts: a large school district in the southeastern United States and the public schools in Helsinki, Finland. Using actor network analysis, we show how the educational innovation got in, got rooted, and spread in these two contexts. Our analysis shows how and what actors needed to be mobilised for the program to be implemented and sustained (or not) in these two contexts. Our analysis highlights both similarities and difference between the districts. However, despite key differences, we found that the emergent classroom cultures and student experiences were similar. Our findings have implications for understanding how educational innovations scale as well as similarities and differences between the Finnish and American school systems.

Original languageEnglish (US)
Pages (from-to)197-221
Number of pages25
JournalJournal of Educational Change
Volume25
Issue number1
DOIs
StatePublished - Mar 2024

Funding

As implementation progressed, new actors were enrolled or created, and associations between existing actors were strengthened. For example, prior to year two, Carol and Natasha pursued funding for six additional STEAM magnet schools to run FUSE. Three were funded by Stark Industries, and at one, Stark Industries engineers served as mentors. The other three were funded by a new actor, grants offered through FUSE from grant or gift funds that the FUSE PI was awarded by two other STEM industry partners. This material is based upon work supported by the National Science Foundation under Grant DRL-1657438. However, any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We also thank our partner educators and the FUSE team for their support and feedback on this work.

Keywords

  • Actor network theory
  • STEAM learning
  • Spread
  • Technology

ASJC Scopus subject areas

  • Education

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